Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
: Mathematics
Class/Semester
: VIII/I
Core Material
: Algebraic Operation
Meeting
A. Core Competencies
Core Competency 3 : Understand the knowledge (factual, conceptual,
and procedural) level on curiosity about science,
technology, arts, and culture related to phenomena
in daily life.
Core Competency 4 : Try, process, and present in concrete domain (use,
parse, compose, modify, and create) and the
abstract domain (write, read, calculate, draw, and
arrange) that suitable with have been studied in
school
and
other
similar
sources
in
viewpoint/theory.
B. Basic Competencies and Indicators
Basic Competencies
Indicators
3.1 Recognize and 3.1.1 Recognize the algebra
describe the algebra
3.1.2 Identify the elements of the algebra.
and its operation3.1.3 Describe the addition and substraction operation
involving rational
numbers.
of algebra
Basic Competencies
Indicators
3.1.9 Factorising the algebraic form
4.1 Using the algebra
4.1.1 Using the algebra for modeling the situations.
and its operation4.1.2
for Using addition and substraction operation of
modeling the
situations.
C. Instructional Objective
Through the process of observing, questioning, experimenting, associating,
and communicating in individual and group assignments, students able to:
1. Recognize the algebra,
2. Identify the elements of the algebra.
3. Describe the operation of algebra.
4. Solve the operation (addition, substraction, multiplication, and division)
in algebraic form.
5. Factorising the algebraic form.
6. Using
the
algebra
and
its
operation
(addition,
substraction,
of
a ( b+ c )=( a b ) +( a c )
multiplication
to
the
subtraction,
which
is
k ( ax )=kax
k ( ax +b ) =kax +kb
Multiplying two parts of algebra can be used distributive property in the
following paragraphs.
(ax +b)(cx +d )
ax ( cx+ d )+ b(cx + d)
ax cx +ax d +b cx+ b d
ac x 2 +adx +bcx +bd
ac x 2 + ( ad +bc ) x +bd
E. Instructional Methods
Approach : Scientific
Method
: Inquiry
Tools
References :
a. Asari, Abdur Rahman, dkk. 2014. Matematika SMP/MTs
Kelas VIII. Kementerian Pendidikan dan Kebudayaan.
Jakarta: Puskur dan Perbukuan, Balitbang, Kemdikbud
b. Example of daily life activity related to Algebra (Attachment
5)
Scientific
Activities
Inquiry
Activities
Teacher Activities
Orientation
Teacher greets and led students to
pray.
Teacher checks student attendance.
Teacher tells students that today they
will learn about algebraic form and its
operations
Teacher asks the students to pay
attention
to
the
PowerPoint
presentation
(attachment
1:
PowerPoint slide 1&2).
Teacher tells student about the
learning objectives and the activities
plan today that they will work
individually and or in group
(attachment 1: PowerPoint slide 3).
Apperception
Through question and answer session,
teacher
checks
the
students
understanding of the material
requirement related to algebra and
Student Activities
Time
Allocation
10
Activities
Scientific
Activities
Inquiry
Activities
Core
Observing
Stimulation
Questioning
Identification
Teacher Activities
multiplication operation. (attachment
1: PowerPoint slide 4-7).
Sample question:
How is the math sentence of "a
number if added with 2 equals 5"?
If Asti is 10 years old and Cacas
age is three time Astis age. How
old Caca and Leo if Leos age is 5
years older than Caca?
What is the definition of term?
Variable? Coefficient? Constant?
Motivation
Teacher motivates student through
example of algebra in daily life.
(Attachment 5)
Teacher divides students into several
groups in heterogeneous. Each group
consisted of 4-5 children.
Teacher gives one problem to each
group related to multiplication of
algebra. (Attachment 2).
Teacher encourages students to ask
Student Activities
Time
Allocation
50
Activities
Scientific
Activities
Inquiry
Activities
Teacher Activities
Experimenting
Collecting
Data
Associating
Processing
Data
Student Activities
based on observations.
questions based on observations
If the process to ask of students is not
Alternative questions that may be
asked of students:
smooth, the teachers asked guiding
How to multiply algebraic
questions gradually.
Examples of guiding questions:
form?
After reading and observing the
Does any form of algebra can
problem, what do you think?
be multiplied?, ect.
Try to make questions related to
these problems
Teacher encourage student to find and In group students are encouraged
write down the information.
to find and write down the
Teacher ask student to make a
information on problem based on
what is known and what is being
mathematical model of the problem
asked of the problems.
that have been given.
Teacher moves around to observe the Students discuss the problem and
make a mathematical model of it.
process of student discussion. If the
process of collecting information is
not smooth, the teachers ask guiding
questions gradually.
If the students have finished making a Students solve problem with the
mathematical model, the teacher asks
help of AEM and do their
students to show their work. If the
worksheets
Time
Allocation
Activities
Scientific
Activities
Inquiry
Activities
Teacher Activities
Verification
Communicating
Generalization
Time
Allocation
Student Activities
In
group
Worksheet
students
discuss
Activities
Scientific
Activities
Inquiry
Activities
Teacher Activities
Closing
Activities
Introductio
n
Detail Activities
Orientation:
1. Teacher greets and led students to pray.
2. Teacher checks student attendance.
3. Teacher tells students that today they will learn
Student Activities
Time
Allocation
20
Constant?
Core
Closing
H. Assessment
1. Assessment procedure:
No
.
1
Spiritual Attitude
Assessment
Technique
Observation
Sosial Attitude
Observation
Aspect Assessed
Mathematics Knowledge
Mathematics Skills
Peer
Assesment
Worksheet
Individual
written test
(Quiz)
Individual
written test
(Quiz)
2. Instruments
Spiritual Attitude:
Observation Sheet (Attachment 5)
Social Attitude:
Observation Sheet (Attachment 6)
Time Assessment
Introduction and closing
activities
Core activities
Close activities
Core activities
Close activities
Close activities
Mathematics Knowledge:
Worksheet (Attachement 4)
Rubric Assessment of worksheet (Attachment 8)
Written Test (Attachment 9)
Rubric Assessment of written test of knowledge (Attachment 10)
Mathematics Skills:
Written Test (Attachment 9)
Rubric Assessment of written test of knowledge (Attachment 11)
Mathematics Teacher
NIP.
NIP.
: Media PowerPoint
Attachment 2
Attachment 3
Attachment 4
Attachment 5
Attachment 6
Attachment 7
Attachment 8
Attachment 9
: Written test (Quiz) material of assessment instrument for mathematics knowledge and skills
Attachment 1
MEDIA POWERPOINT
Slide 1
Slide 2
Slide 3
Slide 4
Slide 5
Slide 7
Slide 6
Attachment 2
PROBLEM RELATED TO MULTIPLICATION OF ALGEBRA
1. Mrs. Asti has a square-shaped apple orchard and Mrs. Caca has a rectangular-shaped
watermelon orchard. Length of Mrs. Cacas watermelon orchard is 8 meters longer than the
side of Mrs. Astis apple orchard. While the width is 2 meters longer than the length of the
side of Mrs. Astis apple orchard. Determine the area of Mrs. Cacas watermelon orchard!
2. Mrs. Desi has a square-shaped orange orchard and Mrs. Putri has a rectangular-shaped
watermelon orchard. Length of Mrs. Putris watermelon orchard is 5 meters longer than the
side of Mrs. Desis orchard. While the width is 2 meters shorter than the length of the side of
Mrs. Desis orchard. Determine the area of Mrs. Putris watermelon orchard!
3. Mrs. Widi has a square-shaped apple orchard and Mr. Yahya has a rectangular-shaped orange
orchard. Length of Mr. Yahyas orchard is twice of side of Mrs. Widis orchard substacted
with 1. While the width is 4 meters longer than the length of the side of Mrs. Widis orchard.
Determine the area of Mr. Yahyas orange orchard!
4. Mrs. Ratna has a square-shaped apple orchard and Mrs. Elly has a rectangular-shaped
watermelon orchard. Length of Mrs. Ellys watermelon orchard is 6 meters longer than the
side of Mrs. Ratnas apple orchard. While the width is 3 meters longer than the length of the
side of Mrs. Ratnas apple orchard. Determine the area of Mrs. Ellys watermelon orchard!
5. Mrs. Lisa has a square-shaped orange orchard and Mrs. Laila has a rectangular-shaped
watermelon orchard. Length of Mrs. Lailas orchard is 8 meters longer than the side of Mrs.
Lisas orchard. While the width is 1 meters shorter than the length of the side of Mrs. Lisas
orchard. Determine the area of Mrs. Lailas watermelon orchard!
6. Mrs. Firda has a square-shaped apple orchard and Mr. Ilham has a rectangular-shaped
orange orchard. Length of Mr. Ilhams orchard is twice of side of Mrs. Firdas orchard
substacted with 1. While the width is 4 meters longer than the length of the side of Mrs.
Firdas orchard. Determine the area of Mr. Ilhams orange orchard!
Attachment 3
Media AEM (Algebraic Experience Material)
Purpose
Illustration
x2
x 2 , 10 piece
(the backward
Positive pieces covered with negative pieces, so that the left positive part is show:
(x+ 2)(x1)
x2
x 2+ x2
Note:
These props still have limitations that:
1. Only able to help visualize the calculation (ax +b)(cx +d ) where a and c
positive integers.
2
are
Member of Group:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
Attachment 4
Worksheet
Multiplication of Algebra
Instructions
1. Discuss and answer the following questions
a ( b+ c )=( a b ) +( a c )
and
a ( bc )= ( a b ) ( a c)
x+ 10
x3
x+ 10
x+ 3
x2
x+ 7
x+ 1
3 x8
3 x2
2 x 4
2 x 1
1x
x 2+ 4 x
3 x7
a+b
x+ y
Note(s)
Attachment 8
RUBRIC ASSESSMENT OF WORKSHEET
Basic Competency:
1.1
Indicator:
1.1.1
No
A B
Note(s)
Score
x+ 10
5 x+50
( 5 x )+ ( 5 10 )=5 x +50
x3
7 x21
( 7 x ) + ( 7 (3) ) =7 x21
x+ 10
x+ 3
x +13 x +30
( x x ) + ( x 3 ) + ( 10 x ) + ( 10 3 )
x2
x+ 7
x +5 x14
(x x) + (x 7) + (2) x + (2)
7
2
= x +7x 2.x 14
=
x+ 1
3 x8
2
3 x 5x
x 2 + 5x 14
2
= 6 x 5x 8
3 x2
2 x 4
6 x
16x
+8
2
= 6 x 16x + 8
2 x 1
1x
2 x
+ 3x
x 2+ 4 x
3 x7
2
3 x + 5x
2
2
( x )(3x) + ( x )(7) + (4x)(3x)
28x
+ (4x)(7)
3
2
= 3 x 7 x + 12x2 28x
3
2
= 3 x + 5 x 28x
a+b
x+ y
a x +a y+ b x+ b y=ax+ ay +bx+ by 1
Aspect
Describe by your own word about 3
the multiplication operation of
algebra! Can you find the other
way to find the multiplication of
2
algebra? Explain!
Scoring Criterion
The student indicates a proper
explanation about the concept of
algebraic multiplication systematically
The student indicates a proper
explanation about the concept of
algebraic multiplication but not
systematically
The student answer the question by an
incorrect answer
No answer
Scoring Table
No
1
2
3
...
24
Students Name
Score
(C)
Attachment 9
WRITTEN TEST (QUIZ) MATERIAL
Basic Competency : 3.1
4.1
Indicator
( ab )2
c.
2
2
3. Given a +b =40 and ab=4 . What is the value of (a+ b) ?
4. Rani and Uriva, they keep a number. If the two numbers they have
multiplied, the result is 1000. Ranis number is greater than urivas
number. After calculated, the difference between Rani and Uriva number is
15. What is the sum of numbers they have?
a. express algebraic form for the given
b. express algebraic form for the asked
c. express the algebra that were asked in the form of the given
Attachment 10
RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF
KNOWLEDGE
No
.
1
( a+b ) ( ab )=a ( ab ) +b ( ab )
2
Score
(D)
2
a ab+abb
2
a b
2 a.
b.
c.
2
2
Given : a +b =40 and ab=4
2
2
Asked : a+b
Solution :
( ab )2=a2+ b22 ab
4 =402 ab
2 ab=4016=24
2
2
2
22
C+ D
4
34
Statement
Excellent
Good
Poor
Fail
Attachment 11
RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF
SKILLS
No
.
4a.
is Urivas number
x y=1000
Score
2
2
2
x y=15
b.
c.
( x y )2=x 2 + y 22 xy
152=x 2 + y 22 ( 1000 )
x + y =225+2000=2225
( x+ y )2=x 2+ y 2 +2 xy
2
2
2
18
Obtained Score
4
18
Statement
Excellent
Good
Poor
Fail